The costs, effects, and utility of mathematics instruction assisted by microcomputer presentations were compared with those of conventional classroom approaches for grades 3 and 5. In both grades, students who received microcomputer assisted instruction scored significantly higher on a standard test of total mathematics achievement and on a test of computer literacy than did those who received conventional instruction. Students in all groups scored about the same on a survey of mathematics attitudes. In grade 3 the cost per month of grade placement gain in total mathematics was about $20 per student for microcomputer assisted instruction and $33 per student for conventional instruction. These costs were about $17 and $27, respectively, in grade 5. Based on utility ratings obtained from school board members, microcomputer assisted instruction was found to have greater cost utility in both grades. Given the results reported here and by Levin, a strong case is suggested for the cost-effectiveness of grouping students on microcomputers located in classrooms. is the superintendent of curriculum for the Saskatoon Public School Board, 405 3rd Ave., South, Saskatoon, Saskatchewan S7K 1M7. He specializes in strategic planning, curriculum implementation, and application of technology to instructional practice. PHILIP K. PIELE is director of ERIC Clearinghouse and professor of educational policy and management at the School of Education, University of Oregon, Eugene, OR 97403. He specializes in networks and communication systems, school law, and applied statistics.

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SOUND scientific method requires that any effort toward constructing a &dquo;grand~~ theory&dquo; of voting be preceded by additional research into relatively ne-S glected domains such as voting in local, nonpartisan elections. Research comparing individual or group correlates to voting in different types of elections' is sparse relative to the number of presidential election studies.' Both this research and the aggregate of research testing important theoretical assumptions in different local election settings3 contain conflicting conclusions regarding such elemental hypotheses as the effect of social class on voter choice. DETERMINING WHAT WE KNOW Limitations of Existing ResearchConflicting results are particularly evident when one looks for answers to theoretical or strategic questions in the research on voting in school financial elections.4 4 An attempt to derive a partial theory from these findings is frustrated by contradictory and missing evidence. In addition, much of the existing research must be discounted even in those few instances where associations are observed to be virtually unanimous (e.g., the relationship between educational attainment and positive voting).

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